Education and Social Change. Monograph 1. By- Orr, John B
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REPORT RESUMES ED 018525 24 U0 005 981 EDUCATION AND SOCIAL CHANGE. MONOGRAPH 1. BY- ORR, JOHN B. PULSIPHER, LYDIA SOUTHWEST EDUC. DEVELOPMENT CORP., AUSTIN, TEX. REPORT NUMBER BR2113 PUB DATE ST EDRS PRICEMF.40.76 HC -16.24 154P. DESCRIPTORS- *COMPENSATORY EDUCATION, *POLITICAL ISSUES, *SOCIAL CHANGE, *CULTURAL CONTEXT, LITERATURE REVIEWS, SCHOOL INTEGRATION, NEGROES, SOCIAL FACTORS, FAMILY (SOCIOLOGICAL UNIT), POLITICAL POWER, RACIAL SEGREGATION, FAMILY STRUCTURE, SOCIALLY DEVIANT BEHAVIOR, RACE RELATIONS, CULTURAL PLURALISM, MODELS, LATIN AMERICA THE PRODUCT OF A CONFERENCE WHICH CONCENTRATED ON THE ISSUES OF COMPENSATORY EDUCATION IN A CULTURAL CONTEXT, THE ESSAYS IN THIS VOLUME DEAL WITH (1) THE SOCIAL-POLITICAL ASPECTS OF COMPENSATORY EDUCATION, (2) RACIAL ISOLATION AND COAPENSATORY EDUCATION, (3) THE FAMILY STRUCTURE IN LATIN AMERICAN AND NEGRC AMERICAN COMMUNITIES, (4) SOCIAL DEVIANCE AND POLITICAL MARGINALITY, AND (5) EDUCATION AND SOCIAL CONTROL. THERE IS ALSO A REVIEW OF SELECTED BOOKS AND ARTICLES RELATED TO THESE ISSUES. (0) k, ,) '7 ' . $ k 1 \ So i t 4 4. 4 11 0 Hograph 1 r 'rialtlaSa Sti/OECEriErd14` TO: NATI. Vq'ti )fit OFFXC o'.6.1i.011 OR POLK)" on and a Chrtge itii 1: }*; 74t4"it. r A.-.0466- Viih=.45ftemr,ssirmAk.44.4fltleff."44*.s*.p.nurco 12..,,:AAryno-,ry*104 A.s/1L en.K.4.4"44,..4C f.A-54.4.tt 'OM rft,AVASetr*. al A AA...0v .-,#40,1 it This Monograph isone in a series published by the Southwest EducationalDevelopment Laboratory to Antpand the tolerances,sympo- thin and understandings ofpersons invoked in the education ofyoung people for success- ful encounter in the Twentieth Century -:=1:::%'-4=-41p..,61 wct r110az, 4 Ltrril k vieigewmpri ... U.S. DEPARVMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. Education and Social Change John B. Orr and Lydia Pulsipher Editors Southwest Educational Development Laboratory Austin, Texas C) 1967 CONTENTS Foreword, by Edwin Hindman 5 Preface, by f obn Orr 7 GOALS OF COMPENSATORY EDUCATION Goals in Intercultural Education, by David Little 15 Compensatory Education: A Political Model, by f obn Owand Lydia Pulsipber 25 THE CONTEXT OF EDUCATIONALREFORM Family Structure in the Latin-American and NegroAmerican Communities, by Munro S. Edmonson 43 Racial Isolation and Compensatory Education, by John Orr and Lydia Pulsipber 55 Socio-Political Relations in Intercultural Contact, by Lawrence Goodwyn 61 The Negro Family, by John Orr and LydiaPulsipber 89 Social Deviance and Political Marginality:Toward a Redefinition of the Relation Between Sociology andPolitics, by Irving Louis Horowitz and MartinLiebowitz 93 Education and Social Change, by John Orrand Lydia Pulsipber . ..... ..117 EDUCATION AND THE INSTRUMENTS OFSOCIAL CHANGE Techniques in Effecting Social Change, byKenneth Marshall 131 Review of Selected Books and Artides,by Lydia Phlsipher 142 1. FOREWORD The Southwest Educational Development Laboratoryis a new institution in the educational community, one oftwenty regional educational laboratories in the United States dedicatedto the tasks of broadening educational opportunity throughresearch and de- velopment, innovation anddemonitration, leadership and dis- semination. Serving the two-state region of Louisiana andTexas, the Soui, west Educational Development Laboratoryseeks solutions to voids and deficiencies in educational opportunitiesof boys and girls in the Southwest. In particular, its problemfocus is intercultural education, which means "!ucation responsive tothe problems created by the interaction of cultures. The Laboratory has identified interculturalconflicts and de- privaUon as components of a significanteducational void in the Southwesta void made all the more seriousby the fact that cultural diversity is also an important assetfor the region. This volume has been edited by John Orrand Lydia Pulsipher, who have been designing and conductingStudies in Intercultural- International Education within the Laboratory.John Orr has been head of the Department of Philosophyand Humanities at Texas A&M University, and LydiaPulsipher is a Latin American Studies specialist. Studies inIntercultural-International Education is a program designed to provideinterdisciplinary discussion on the most fundamental issues of theLaboratory's problem focus. It is a program to provoke a constantevaluation of the goals and strategies of the Laboratory activitiesthrough consultation, re- search, and organization of intra-Laboratoryevents. This volume represents the Laboratory'sinterest in the cul- tural context of compensatory education.To implement this in- terest, the Laboratory sponsored aconference on "Education and Social Change" in Houston, Texas,May 5 and 6, 1967, and the essays and discussionshere are the product of that conference. The essays by John Orr and LydiaPulsipher served as advance study material for the conference,and the other papers were pre- sented to the participants. 5 ... The papers are intended to be provocative, designed to raise important issues within the Laboratory's problem focus. If the papers draw disagreement, they have succeeded. These stimu- lating discussions about the educational enterprise should encour- age educational innovations products of agreements formed through intelligent debate. Because the development of inter- cultural programs is relatively new to the educational community, the Laboratory wWcomes the possibility of fresh and lively dis- cussion about innovation for planned change. Edwin Hindsman Executive Director Southwest Educational Development Laboratory PREFACE This volume is more an eventthan an example of sustained logical argument. The eventis an attempt within the programof the Southwest EducationalDevelopment Laboratory to bringedu- cators and other specialiststogether to speak about broad issuesin compensatory education to provoke controversy, inthe belief that controversy gives birth tofresh new vistas in the problem- solving process. In the essaysthat follow, there is anotable absence of discussion aboutprograming, and that is bydesign. Interdisciplinary and inter-professionalconversation usually pro- ceeds in the hothouse atmosphereof developing programs, andthe very atmospherediscourages reflection aboutfundamental issues. These are often dismissed as"interesting," but too abstractand distant to consume a sizeable partof the agenda for personswhose interests are pragmatic. Thus,the present volume represents a remarkable effort on the partof the Laboratory,particularly be- cause it also isworking in the programhothouse. The Laboratory's assumptionis that education isfieid-en- compassing. That is, educationalcompetence draws from theskills of many disciplines, forthe simple reason that socialpolicy- making----of which educationalplanning is a specienever can;be limited to the comfortableconfines of any onespecialization. While educators cannot possiblybe practitioners in all thehuman- istic arts and sciences,they cannot afford to ignorethe contri- bution of those who are practitioners.Indeed, the educator's pro- fessionality is established at least in partthrough his ability to bring together the workof many disciplines and torelate these to the educational process. This volume is evidence bothof the fruitfulness andthe pairi of interdisciplinarycollaboration.It is innovative,iconoclastic, and construciively critical oftraditional approaches tocompenSa- tory education. But it isalso diffuse, its implicationsfor pro- graming not always clear. The diffuse character ofthe volume is, in part, aproduct of the Laboratory's desire torecruit a heterogeneous panelof con- sultants : a theologian, aphilosopher, a sociologist, anauthor, an area studiesspecialist, a civil rights activist,and an anthropologist. Although each was assignedpart of a well-articulatedoutline, each 7-- was encouraged to speakfreely and provocatively from his own experience. Thus, the Laboratory chose to sponsor anevent in which the confusion of tongues became almostinevitable. To mix metaphors, it chose to sponsor an event inwhich each participant would be playing a different game. Theexpectation, subsequently confirmed, was that there would be "familyresemblances" in the different games ar '1 that the variety woulddemonstrate the many sides of compensatory education. In the simplistic view ofinterdisciplinary cooperation, the problem of describing any social situation isduly delivered to the social mientist, who then turns his data overto the philosopher for normative comments, who thendelivers the package to the "operator," whose task is decision-making.Each of the essays in this volume, however, demonstratesthe inadequacy of this view. Each claims the right to develop its owndescription of the educa- tional situation, althoughsometimes the descriptive foundation is only implicit. And the variousdescriptive comments do not al- ways fit neatlytogether, as if the theologian's jobends at some predetermined boundary where thesociologist's begins.Thus, David Little speaks about compensatoryeducation as an arena of moral decision, where theproblem of unity and diversity looms large. Lawrence Goodwyn describes("confronts" may be a better word) the compensatory educator as a manwho is alienated from himself and from his brother, andwho fails in his attempt to es- tablish communication across socialcleavages. Irving Horowitz describes compensatory